Search & Filtering
How does physical settings contribute to learners daily practices
Which assessment model is best when comparing a learners knowledge with that of other learner in the same grade
Can professional learning communities improve financial accountability and governance in schools? if yes state how and if no also state why and how
4.1 What pre-listening activities would you let the learners do before you play the recording?
(5)
4.2 What while-listening activities would you let the learners do? (5)
4.3 How would you integrate this listening text with speaking? (5)
4.4 How would you integrate this listening text with writing? (5)
The following two questions are not applicable to the listening text:
4.5 CAPS prescribes “Play a simple language game” to practise listening and speaking. Explain how
you would use a simple language game to let learners practise listening and speaking.(10)
4.6 Explain how you would teach the simple past tense to Grade 5 learners according to the PPP
approach.
3.1 What pre-reading activities would you let the learners do before letting them read the story? (5)
3.2 What while-reading activities would you let the learners do (refer to Thabiso’s big fright)? (5)
3.3 When assessing learners, they need to be assessed at different levels of thinking. List the five
levels of thinking and formulate two questions on each level. The questions must be based on
Thabiso’s big fright. (15)
3.4 What Language Structures and Conventions would you teach by means of the above story?
How would you go about to teach them? (5)
3.5 Explain what the difference is between skimming and scanning
Answer the following questions by referring to the recipe:
You want to teach learners to write their own recipe or instructions for making or doing something.
Explain how you will take them through the different phases of the writing process to come up with an
end product (their own recipe or instructions for making or doing something). (You will not get any marks
for a general discussion of the writing phases – you need to explain how you will teach them to write a recipe or instructions during the writing process. Do not write your own recipe or instructions
what is my name
During a discussion about additional language acquisition among our colleagues in the Department of Language Education, Arts and Culture, it became clear that colleagues disagree on two matters regarding additional language acquisition. One group is of the opinion that there is a difference between additional language acquisition and the learning of an additional language while the other group contends that it is not possible to make such a distinction. In addition, some people believe that there is a critical period for language acquisition, while others believe that there is no such thing.
1.3.2 Explain how you would adhere to each of these five principles when teaching English as a
first additional language in the IP. (20)
1.4 Discuss the communicative approach to additional language teaching by linking the
communicative approach to the role that input, interaction and output play in additional
language teaching.
Read the following scenario and answer Questions 1.1 that follow.
During a discussion about additional language acquisition among our colleagues in the Department of
Language Education, Arts and Culture, it became clear that colleagues disagree on two matters
regarding additional language acquisition. One group is of the opinion that there is a difference between
additional language acquisition and the learning of an additional language, while the other group
contends that it is not possible to make such a distinction. In addition, some people believe that there is
a critical period for language acquisition, while others believe that there is no such thing.
1.1 Do you think that a teacher’s opinions on the above-mentioned two issues would have an
influence on the way he or she teaches an additional language? Substantiate your answer.
You want to teach learners to write their own recipe or instructions for making or doing something.
Explain how you will take them through the different phases of the writing process to come up with an
end product (their own recipe or instructions for making or doing something). (You will not get any marks
for a general discussion of the writing phases – you need to explain how you will teach them to write a
recipe or instructions during the writing process. Do not write your own recipe or instructions!)
